Software specifications for student report cards

PROJECT DOCUMENTATION

VENDOR Software specifications

STUDENT REPORT CARDS

Note: this is version 3.00. Changes have been made to reflect reporting against AusVELS in 2013

Contents1Information Overview131.1Introduction131.2Student Reports - 2013131.3Reporting for students of English as an additional language)131.3.1 EAL standards141.4 Report Formats151.5 Primary student report card151.6 Secondary student report card (Years 7-10)161.8Interactions with schools CASES21 system171.9Teacher Notebooks182Technical Details192.1 Collecting Student Data from CASES21192.1.1Receive data from CASES21192.1.2PRS211 Students and Prior VELS Results192.2Student Report Setup212.2.1Data Loading212.3 Student assessments212.3.1Receive Teacher Information212.3.2Calculate Domain Score222.3.3Calculate Domain Score from Duplicates232.3.4Calculate Alphabetical Rating232.3.5 Subject Page and Domain Rating232.3.6Secondary Student Summary Page232.3.7Sending Data to CASES21232.4 Primary Student Report Card242.4.1 Primary Student Summary Page242.4.2 Headings242.4.3 Table Headings242.4.4 Table Contents242.4.5Dot Chart242.4.6Progress252.4.7Expected Level262.4.8Legend Boxes262.4.9Attitude Ratings272.4.8Written Comments282.4.9Names, dates and signatures282.4.10Printing292.4.11Quartile Paragraph292.5 Secondary Student Report Card302.5.1Page Set-up302.5.2Headings302.5.3Table Headings302.5.4Table Contents302.5.5Dot Chart312.5.6Achievement Progress312.5.7Expected Level322.5.8Legend Boxes322.5.9Attitude Ratings332.5.10Written Comments342.5.11Names, dates and signatures342.5.12Printing352.5.13Quartile Paragraph352.6 EAL subject page352.6.1Legend for EAL subject page372.6.2Attitude Ratings382.6.3Written Comments382.2Exporting Student Data to CASES21392.2.1Send data to CASES21392.2.2PRS212 Student VELS Results393Supporting Documentation403.1Glossary of Terms403.2AusVELS terminology413.3Algorithm443.4EAL specifications51

Student Report Card Information for Software Developers1 Information Overview1.1IntroductionThe Victorian Government has introduced plain English student report cards. These will provide greater consistency in student reports across the State and give parents a clearer picture of their child's progress against expected state-wide standards. All 1,548 government schools in Victoria are included in these changes. The report cards will include a graphic indicating the domains studied, A-E rating scale to evaluate how well a child is doing and dots indicating current achievement and progress from 12 months ago. They will also advise what the child has achieved, areas for improvement and future learning, what the school will do to improve the childs progress at school, how parents can help at home and attendance. Sections for parent and student comments will also be included.The new AusVELS (a hybrid of VELS subjects and Australian Curriculum subjects) will be progressively used in the student assessments, with implementation starting in 2013. The AusVELS replace the Victorian Essential Learning Standards (VELS) as the basis for curriculum and assessment in Victorian schools. A full description of the AusVELS is available at http://ausvels.vcaa.vic.edu.au. A concise description of the learning areas, strands, modes, content descriptions and achievement standards that comprise the AusVELS is provided in the glossary. AusVELS is a single curriculum framework that supports the Australian Curriculum subjects as they are progressively ratified, while retaining the remaining VELS subjects and VELS structure. The Australian Curriculum is being progressively developed, and for 2013, the subjects of English, Mathematics, Science and History (P 10) will be implemented.This document provides the software industry with the information needed to meet the minimum mandatory requirements for the calculation and presentation of the report cards. Schools may continue to use existing report formats as long as the added features being described here are included.This document will be updated and enhanced as the requirements are refined from 2006. A log of changes is compiled to track the date of each update.1. Student Reports - 2013All Government schools are expected to report against all domains of the AusVELS from 2013.1.1 Reporting for students of English as an additional language (EAL)

Schools need to produce full-page reports for students of English as an Additional Language (EAL) in a format that is consistent with the standard AusVELS reports and the data collected centrally in CASES21.

1.3.1 EAL standardsEAL standards are used instead of the English standards to show how EAL students are progressing. The EAL standards are organised into three broad bands:A Stages for Years Prep to 2B Stages for Years 3 to 6S Stages for Years 7 to 10.

In all of the EAL stages, students are assessed in the dimensions of Reading Writing Speaking and Listening.

However, standard English levels, using progression points, are not used in assessing EAL

Instead, the scores that may be assigned to EAL students vary with, and reflect, the EAL stage. The scores that may be used are: A Stages There are two stages, A1 and A2, each with three achievement points: A1.1,A1.2, A1.3 A2.1, A2.2, A2.3.

B Stages There are four B stages, BL B3, each with three achievement points: BL.1, BL.2, BL.3. B1.1, B1.2, B1.3 B2.1, B2.2, B3.3 B3.1, B3.2, B3.3

S Stages There are five S stages, SL S4, each with three achievement points SL.1, SL.2, SL.3. S1.1, S1.2, S1.3 S2.1, S2.2, S2.3 S3.1, S3.2, S3.3 S4.1, S4.2, S4.3

For more information on the assessment of EAL, you should consult the Departments Student Reports website. 1.4 Report FormatsThe primary student report card format and secondary student report card format are different. The report cards will include a graphical presentation as well as written comments. There are mandated headings that need to be included. Schools will have the flexibility to add extra information.Software needs to provide for schools to tailor the report templates to reflect their individual school community needs. Software needs to provide for: The schools current report designs and logos The ability to add text boxes, in addition to those stated below Reformatting of the page as required Providing between 3 and 5 year levels to report progressThe sample primary and secondary student reports on the Student Report Cards web site represent the minimum requirements only.*NB Where schools have an extensive portfolio system in place and all the headings in the report cards are being covered in continuous monitoring these schools will have to include as a minimum requirement: The summary page or subject page with the graphic presentation Work habits Rating and legend What student has achieved Areas for improvement/future learning Attendance.1.5 Primary student report card The Primary Student Report Card will display all the Learning Area (domain) assessments on a summary page graphic. A graphical presentation similar to that on the web site must show: Domains the areas assessed against the AusVELS Year level boxes A five-point rating scale (A-E) to describe a childs performance Achievement dots to show achievement Progress dots to show progress Expected level of performance with a vertical shaded bar Ratings and legend boxes. For Prep students schools have the option of whether or not they include the graphic as above. Software should allow schools to replace the graphic and A E ratings with alternative descriptions of student progress using text boxes on an additional page.On this summary page is also a work habits assessment to indicate Effort and Class behaviour.On the next page(s) text boxes with the following headings need to be included: What the student has achieved Areas for improvement/future learning The school will do the following to support student in their learning What you can do at home to help students progress Student comment Attendance Teacher name and date Teacher signature (optional) Parent comment on a separate page.

Software needs to provide the capacity for extra text boxes for such information as: Teacher comment (optional) Subject overview Extra curricular comments Alternative descriptors for Prep reports if schools choose not to include the graphic.

Software also needs to provide the capacity for extra pages for individual subject reports (e.g. by specialist teachers). These pages should allow insertion of text boxes as required. Software should also provide for the inclusion of a personal learning goals page (as described in 1.5) for primary schools that choose to use it.New text must appear on all primary school reports (see 2.4.8)As new Australian Curriculum subjects (P 10) are introduced and taught in AusVELS, your child will receive an achievement grade only at the end of the first semester. At the end of the year, your child will receive and an achievement grade as well as a representation of six months progress.1.6 Secondary student report card (Years 7-10)The Secondary Student Report Card will have a separate page for each subject. The secondary school may choose to provide a Summary Page of all domains assessed or selected domains where a number of teachers have had input into an aggregated score for a domain. This would have a similar appearance to the primary student report card, and would be in addition to the subject pages.Each subject page for secondary schools will have a graphical presentation similar to that on the web site and it must show: Domains the areas assessed against the AusVELS for the subject Year level boxes A five-point rating scale (A-E) to describe a students performance Achievement dots to show achievement Progress dots to show progress Expected level of performance with a vertical shaded bar.

On this subject page is also a work habits assessment to indicate Effort and Class behaviour for the particular subject. Also included on this subject page will be text boxes with the following headings: What student has achieved Areas for improvement/future learning

Text boxes with the headings: The school will do the following to support student in his/her learning What you can do at home to help students progress

These can be on each subject page. If they are not included here they must be on a summary page.

Software needs to provide the capacity for extra text boxes for such information as: Subject overview Extra curricular comments

A My Personal Learning Goals page for secondary students will need to have text boxes to write comments in the report to: Document their personal learning goals Comment on how they are going in relation to their goals Allow teachers to add comments in relation to achievement of goals Allow students to set future learning goals Attendance Teacher name and date Teacher signature (optional) Student signature (optional) Parent comment on a separate page.

New text must appear on all secondary student reports (see 2.5.8)As new Australian Curriculum subjects (P 10) are introduced and taught in AusVELS, your child will receive an achievement grade only at the end of the first semester, and an achievement grade and representation of six months progress at the end of the year.

1.8Interactions with schools CASES21 systemStudent data will be available from CASES21. CASES21 will provide an export file and also a facility to import information via a file transfer. File descriptions for exporting from, and importing to CASES21 are on the Student Reports web site.1.9Teacher Notebooks Software should cater for both PC and Mac notebooks.

1

2 Technical Details2.1 Collecting Student Data from CASES21 2.1.1 Receive data from CASES21 Student data will be made available from CASES21 in XML format. Schools will use a new CASES21 process to export the data files. This is a description of the CASES21 file.Any updates to this file will be provided as they become available, and noted on the web site.2.1.2 PRS211 Students and Prior VELS ResultsPRS211 Message

Function/s SupportedPRS211 Students and Prior Results

DescriptionSends student details and their prior summary details to the Student Reporting System.

Input from Application/ or Output to ApplicationOutput from CASES21

TypeManual initiated by user

Frequency2 x per year minimum to load the Student Reporting System

Required TurnaroundImmediate

Triggering EventsStudent Reporting Cycle

EncryptionNone

ParametersNone

Outputs/InputsXML message structure

Message TransportFile transfer

Message DelimiterXml tags

File details can be found on the Student Reports web site. Export of Student Details and prior results from CASES21 to Student Reporting System Version X. Please refer to the web site for the most up to date version number. 2.2Student Report Setup2.2.1Data LoadingSchool will begin the reporting process by collecting student data from CASES21 using data files, and adding semester information.Software should: Accept the data from the CASES21 file Allow school to enter semester detail (if not available from CASES21) Assist school in sorting students by teacher, class, home group, subject, school year Receive the following student details from CASES21 file: Registration Number Campus Student Key Student Surname First Name Preferred Name Gender Home Group School Year Achievement Data from 12 months ago, if available Absences data Allow for students to be added individually School will assign students to subjects, domains to subjects and teachers to subjects. This should be done at class or school year level. A means of linking these is required. Software needs to provide a set-up program and templates Software should link domains to dimensions Software should provide for linking domains to the Student, keys include: Student Key Registration Number (critical for importing results back to CASES21) Teacher Home Group Domains being studied by Student Subjects Class2.3 Student assessments2.3.1Receive Teacher InformationTeachers enter numerical ratings at dimension level. Teachers also enter a rating for Effort and for Class behaviour by selecting Needs attention, Acceptable, Very Good or Excellent.AusVELS subjects will be described in 11 levels with 26 progression points in 0.5 increments. Note: VELS was described in 6 levels, with 26 progression points in 0.25 increments.Student assessments will be entered at dimension level using a value between 0.00 and 11.50 to indicate progress. Valid achievement assessment codes and values for each subject and strand can be found in the subject codes and scores table document in Section 3.4 (pp 46-51) of this document. Any strand that is not to be assessed must have a not applicable or NA entry available. This will identify it as not contributing to the total subject score, and it will not be used in calculating the final domain assessment. This needs to be set up at the beginning of the year when templates are done.

Software must: Accept assessment ratings at dimension level using 0.0 to 11.50. Allow the teacher to select only valid entries Only accept valid entries, and flag incorrect entries for follow-up Use dimension codes and scores table information to identify valid entries Provide an indicator to identify dimensions not being assessed Software must identify that an NA indicator is present and dimension is not being assessed Software must identify any dimension that does not have a score or an NA indicator, and flag it for follow-up Software must allow dimension data to be changed, and recalculate the impacted calculations Only accept valid entries for Effort of Needs attention, Acceptable, Very Good or Excellent Only accept valid entries for Class behaviour of Needs attention, Acceptable, Very Good or Excellent Software must identify where Effort does not have an entry and flag it for follow-up Software must identify where Class behaviour does not have an entry, and flag it for follow-up Reject with an indicator invalid entries for Effort and Class behaviour.2.3.2Calculate Domain ScoreWith the exception of English and Mathematics, the domain numerical value is the mean average of values entered for each contributing dimension. To calculate the domain value, add the contributing dimension scores and divide by the number of dimensions used. If the result is an invalid score, it is then rounded up to the nearest valid rating. Software must:1. Match strand and modes to subjects2. Add all the strand values and divide by the number of strands contributing3. Select the nearest higher valid number from the algorithm, if the result is not a valid number.2.3.3Calculate Domain Score from DuplicatesDuplicate domains occur when more than one subject is being used to assess a domain. Dimension scores of each teacher and the combined and averaged domain score is passed to CASES21.Software must:1. Identify duplicate domain scores2. Add all the dimension values and divide by the number of dimensions contributing 3. Select the nearest higher valid score from the algorithm, if the result is not a valid score4. Select the summary domain score to be passed to CASES21. Dimension scores will also be passed to CASES21.2.3.4Calculate Alphabetical RatingThe Algorithm and school year will be used to convert the numeric score for the subject to an alphabetical value of A, B, C, D or E. These letters will appear in the Rating column of the report card, aligned to the associated subject or strand.Software must: Use the algorithm information, school year and the numerical domain score to determine the alphabetic domain rating of A, B, C, D or E. Note there has been a change to the algorithm for 2013 which makes the first valid score for any subject/strand to generate a D rating.2.3.5 Subject Page and Domain RatingThe Domain Rating for each subject will appear on that subjects page of the report, even when a number of subjects are reporting in the same domain. 2.3.6Secondary Student Summary PageA Summary Page may be required for a report where a number of subjects are reporting in the same domain. The calculation described Calculate domain score will be used in this case.2.3.7Sending Data to CASES21Software must: Identify duplicate domains, and process to a single domain score Prepare only one correct score for each domain to be sent to CASES21 Prepare all dimension scores to be sent to CASES21.

2.4 Primary Student Report Card 2.4.1 Primary Student Summary PageA summary page must be included in the report containing the following information.Student Name The student name must appear on the report. The student name will be supplied in the CASES21 file.School Year and Semester must appear on the report. The student school year will be supplied in the CASES21 file.2.4.2 Headings Student Name School Year and SemesterUnless a school has opted not to include this for Prep students (refer to section 1.5), the report will contain a table style structure with Learning Area containing the subjects being studied. Subject English will contain the modes of Reading and viewing, Writing, and Speaking and listening. Subject Mathematics will contain the strands of: Number and algebra, Measurement and geometry and Statistics and probability. A Rating column will contain A, B, C, D or E aligned to the domain. There will between 3 and 5 school year columns.History and Science will be reported as a single subject from Grade 3 to Grade 6.2.4.3 Table Headings Learning Area - will appear above the subjects being studied Rating - will appear above A, B, C, D or E Previous School Year- this will be in the format Year 1 Current School Year - this will be in the format Year 2 Next School Years - this will be in the format Year 3 and 4. Current school year is from the CASES21 data Previous and next years are derived from current school year.2.4.4 Table Contents Subject information will be sourced from the school entered data described in Student Report Setup English will contain Reading and viewing, Writing and Speaking & listening Mathematics will contain the strands of Number and algebra, Measurement and geometry and Statistics and probability. A, B, C, D, or E will appear in the middle of the column under Rating. These will appear beside the associated domain or dimension.2.4.5Dot ChartA dot indicating student achievement in the current semester for each reported subject of English and Mathematics strands will appear beside the associated mode or strand. The dot will be positioned in the year columns. It could be in the middle or halfway across the right or left edge of the year columns. (See diagram 1 below) The only exception is Prep where a dot for a C rating can only appear inside the shaded area. (See diagram 2 below).

A hollow dot or circle representing students achievement from one year ago will appear beside the associated subject, mode or strand**. The position of this circle will be derived from information in the CASES21 file. Use the domain numerical score, school year and algorithm information to determine the position of current assessments solid dot For the English modes of Reading and viewing, Writing, and Speaking and listening, use numerical score, school year and algorithm information to determine the position of solid dot For the Mathematics strands of: Number and algebra, Measurement and geometry and Statistics and probability use strand numerical score, school year and algorithm information to determine the position of solid dot Use achievement score from one year ago (from CASES21), school year and algorithm information to determine the position of the hollow dot for all subjects except for English, Mathematics, Science and History in 2013. For English, Mathematics, (Prep- Grade 6) Science and History (Grade 3-6) no progress dot is to be shown at the end of the first semester (June 2013). At the end of the second semester (December 2013), a six month progress dot can be represented, using the achievement score from the end of semester 1 (from CASES21) For all new Australian Curriculum subjects coming into AusVELS, this protocol will be observed: First year of implementation: Achievement dot shown at the end of the first semester no progress (hollow dot) shown Achievement dot shown at the end of the second semester progress (hollow dot) showing six months progression (from first semester data) Second year of implementation: Use achievement score from one year ago (from CASES21) , school year and algorithm information to determine the position of the hollow dot New Australian Curriculum subjects for 2013: English, Mathematics, Science and History (F 10) Notification of new Australian Curriculum subjects in each following year will be made to vendors in a timely manner. If after 12 months a students achievement has remained static, or regressed rather than progressed, no hollow dot should appear on the graphic.2.4.6ProgressA dotted line will link last years hollow dot with this years dot. Use domain score, year level, semester and algorithm to establish the rating The dot will be either in centre of a column or halfway across the right or left edge of a column, depending on the student achievement score Apply dot to correct school year, dependent on score If dot position exceeds available columns, place the dot at the furthest possible point Apply dotted line. If there is no hollow dot, do not apply dotted line.2.4.7Expected LevelA shaded stripe will indicate the expected achievement level. A vertical shaded stripe will relate to the current Year and Semester being reported. With the exception of Prep it should start at the left edge and end at the middle of the current year column for the first semester report. It should start at the middle and be against the right edge of the column for the final semester. (See diagram 1 below) The stripe should be wide enough to include an achievement dot placed in the centre of the column. Use school year and semester and algorithm information to position vertical stripe In Semester 1 the stripe will be from the left edge to beyond the centre of the this Year column (except for prep where the stripe will be half of the width (see diagram 2 below) In Semester 2 the stripe will be from left of the centre to the right edge of the this Year column.

Year 2Year 3Year 4Year 5Year 6

Diagram 1

RatingPrepYear 1Year 2

D

C

D

Diagram 2 2.4.8Legend BoxesA text box to explain Rating is required Heading of Ratings must appear in the text box

This text must appear in the text box:AWell above the standard expected at this time of yearBAbove the standard expected at this time of yearCAt the standard expected at this time of yearDBelow the standard expected at this time of yearEWell below the standard expected at this time of year

Shading to appear in text boxCAt the standard expected at this time of year will be shaded to match the shaded stripe.

A text box to explain the Legend is required. If any of the symbols or items has not been used, then this item should not appear in the text box. Heading of Legend must appear in the text box

This text must appear in the text box:Your childs achievement 12 months agoYour childs achievement this yearYour childs progress since last year The expected level of achievement

Check for relevance If is not used in the reporting graph it should not appear in the legend If is not used in the reporting graph it should not appear in the legendNew text must appear on all reports:As new Australian Curriculum subjects are introduced and taught in AusVELS, your child will receive an achievement grade only at the end of the first semester, and an achievement grade and representation of six months progress at the end of the year. 2.4.9Attitude RatingsA text box containing a horizontal line and a dot will be used to graphically represent Effort and Class behaviour. The line will have four points on it. The first point, at the left side, will be Needs attention, then Acceptable, Very good, and on the right end, Excellent. These ratings will be entered by teachers by selecting one of these options. The report will place a dot on the line at the selected option.

Headings for Work Habits text box: Heading of Work Habits must appear above the text box Needs attention must appear to the top left, inside the text box Acceptable must appear to the top left of centre, inside the text box Very good must appear to the top right of centre, inside the text box Excellent must appear to the top right, inside the text box Effort must appear to the middle left, inside the text box Class behaviour must appear to the bottom left, inside the text box Each option must be identified on the line The selected option must be identified with a dot Only the selected assessment should be represented with a dot on the Effort graph Only the selected assessment should be represented with a dot on the Class behaviour graph.2.4.8Written CommentsText boxes are required for written comments. The text boxes should be expandable, and include the following headings. What Student Name has achieved Areas for improvement/future learning The school will do the following to support Student Name in his/her learning What you can do at home to help Student Names progress Teacher comment Student comment Attendance Parent commentText boxes relating to student achievement, improvement/future learning and attendance must not be able to be deleted. Other text boxes must be able to be deleted, and extra text boxes added. Add text box Delete allowable text boxes , if required Save changes for future reports2.4.9Names, dates and signaturesHeadings and spaces are required for: Teacher name Date Parent signature

Optional headings and spaces should be able to be included for the following: Teacher signature Student signatureNames must be able to be changed or deleted, and extra names/signatories added, as required by the school.Further Requirements2.4.10PrintingThe report must be printable on A4 paper.2.4.11Quartile ParagraphThe software should allow for the inclusion, in a smaller font size at the bottom of the page that contains the parent comment and signature, a paragraph using the exact wording below:You can ask the school to provide you with written information that clearly shows your childs achievement in the subjects studied in comparison to that of other children in the childs peer group at the school. This information will show you in which 25 per cent of his/her peer group your child is performing.

2.5 Secondary Student Report Card 2.5.1Page Set-upEach will require a separate page.A summary page may be required. This would have a similar appearance to the primary student report card, and would be in addition to the pages.Student Name must appear as a heading on each subject report. The student name will be supplied in the CASES21 file.School Year and Semester must appear on each subject report. The school year will be supplied in the CASES21 file.The subject name must appear as a heading on each subject report. These will be entered by the school.The following is required for each subject:2.5.2Headings Student Name School Year and Semester Subject NameThe report will contain a table style structure with no heading on the section containing the subjects being studied. Subject English will contain the modes of Reading and viewing, Writing, and Speaking and listening. Subject Mathematics will contain the strands of Number and algebra, Measurement and geometry and Statistics and probability. A Rating column will contain A, B, C, D or E aligned to the subject. There will between 3 and 5 school year columns.2.5.3Table Headings No heading is required above the domains being studied Rating - will appear above A, B, C, D or E Previous School Years - this will be in the format Year 7, 8 Current School Year - this will be in the format Year 9 Next School Year - this will be in the format Year 10 and a column headed Beyond Year 10 Current school year is from the CASES21 data Previous and next years are derived from current school year.2.5.4Table Contents Subject information will be sourced from the school entered data described in Student Report Setup Subject English will contain separate lines for Reading and viewing, Writing and Speaking and listening Subject Mathematics will contain separate lines for Number and algebra, Measurement and geometry and Statistics and probability. A, B, C, D, or E will appear in the middle of the column under Rating. These will appear beside the associated domain or dimension.2.5.5Dot ChartA dot indicating student achievement in the current semester for each reported domain or English and Mathematics dimension will appear beside the associated domain or dimension. The dot will be positioned in the year columns. It could be in the middle or halfway across the left or right edge of the year columns. (see diagram 1 below) The numerical assessments are rounded into six month blocks and these are used to establish the position of the dot. The only exception is for the end of Beyond year 10 where the dot must appear completely within and adjacent to the edge of the year column (see diagram 2 below).

A hollow dot or circle representing students achievement from one year ago will appear beside the associated subject, mode or strand**. The position of this circle will be derived from information in the CASES21 file. Use domain numerical score, school year and algorithm information to determine the position of solid dot For the English modes of Reading and viewing, Writing, and Speaking and listening, use numerical score, school year and algorithm information to determine the position of solid dot For the Mathematics strands Number and algebra, Measurement and geometry and Statistics and probability use numerical score, school year and algorithm information to determine the position of solid dot Use achievement from one year ago (from CASES21), school year and algorithm information to determine the position of hollow dot except for English, Mathematics, Science and History in 2013.For English, Mathematics, Science and History no progress dot is to be shown at the end of the first semester (June 2013). At the end of the second semester (December 2013), a six month progress dot can be represented, using the achievement score from the end of semester 1 (from CASES21) For all new Australian Curriculum subjects coming into AusVELS, this protocol will be observed: First year of implementation: Achievement dot shown at the end of the first semester no progress (hollow dot) shown Achievement dot shown at the end of the second semester progress (hollow dot) showing six months progression (from first semester data) Second year of implementation: Use achievement score from one year ago (from CASES21) , school year and algorithm information to determine the position of the hollow dot New Australian Curriculum subjects for 2013: English, Mathematics, Science and History Notification of new Australian Curriculum subjects in each following year will be made to vendors in a timely manner. If after 12 months a students achievement has remained static, or regressed rather than progressed, no hollow dot should appear on the graphic.2.5.6Achievement ProgressA dotted line will link last years hollow dot with this years dot. Use the domain score and algorithm to establish school year and semester rating The dot will be either in centre of a column or halfway across the left or right edge of a column, depending on the student achievement score. (see diagram below) Apply dot to correct school year, dependent on score. If dot position exceeds available columns, place the dot at the furthest possible point. Apply dotted line. If there is no hollow dot, do not apply dotted line.2.5.7Expected LevelA shaded stripe will indicate the expected achievement level. A vertical shaded stripe will relate to the current Year and semester being reported. It should always start at the left edge and end at the middle of the current year column for the first semester report. It should start at the middle and be against the right edge of the column for the final semester. (see diagram below) The stripe should be wide enough to include an achievement dot placed in the centre of the column. Use school year and semester and algorithm information to position vertical stripe In Semester 1 the stripe will be from the left edge to beyond the centre of the this Year column In Semester 2 the stripe will be from left of the centre to the right edge of the this Year column.

Diagram 1

Year 7Year 8Year 9Year 10BeyondYear 10

Diagram 22.5.8Legend BoxesA text box to explain Rating is required Heading of Ratings must appear in the text box

This text must appear in the text box: AWell above the standard expected at this time of year BAbove the standard expected at this time of year CAt the standard expected at this time of year DBelow the standard expected at this time of year EWell below the standard expected at this time of year

Shading to appear in text box CAt the standard expected at this time of year will be shaded to match the shaded stripe.

A text box to explain Legend is required. If any of the symbols or items has not been used, then this item should not appear in the text box. Heading of Legend must appear in the text box

This text must appear in the text box: Your childs achievement 12 months ago Your childs achievement this year Your childs progress since last year The expected level of achievement

Check for relevance Is used in reporting, if not remove from legend Is used in reporting graph, if not remove from legendNew text must appear on all reports:As new Australian Curriculum subjects (P 10) are introduced and taught in AusVELS, your child will receive an achievement grade only at the end of the first semester, and an achievement grade and representation of six months progress at the end of the year. 2.5.9Attitude RatingsA text box containing a horizontal line and a dot will be used to graphically represent Effort and Class behaviour. The line will have four points on it. The first point, at the left side, will be Needs attention, then Acceptable, Very good, and on the right end, Excellent. These ratings will be entered by teachers by selecting one of these options. The report will place a dot on the line at the selected option. Headings for Work Habits text box Heading of Work Habits must appear above the text box Needs attention must appear to the top left, inside the text box Acceptable must appear to the top left of centre, inside the text box Very good must appear to the top right of centre, inside the text box Excellent must appear to the top right, inside the text box Effort must appear to the middle left, inside the text box Class behaviour must appear to the bottom left, inside the text box Each option must be identified on the line The selected option must be identified with a dot Only the selected assessment should be represented with a dot on the Effort graph Only the selected assessment should be represented with a dot on the Class behaviour graph.2.5.10Written CommentsText boxes are required for written comments. The text boxes should be expandable, and include the following headings. What Student Name has achieved Areas for improvement/future learning The school will do the following to support Student Name in his/her learning What you can do at home to help Student Names progress My Personal Learning Goals (At the top, outside the text box) My learning goals Student comment Teacher comment My future learning goals Attendance Parent commentText boxes relating to student achievement, improvement/future learning and attendance must not be able to be deleted. Other text boxes must be able to be deleted, and extra text boxes added. Add text box Delete allowable text boxes , if required Save changes for future reports2.5.11Names, dates and signaturesHeadings and spaces are required for: Teacher name Date Parent signature

Optional headings and spaces should be able to be included for the following: Teacher signature Student signature

Names must be able to be changed or deleted, and extra names/signatories added, as required by the school.2.5.12PrintingThe report must be printable on A4 paper.2.5.13Quartile ParagraphThe software should allow for the inclusion, in a smaller font size at the bottom of the page that contains the parent comment and signature, a paragraph using the exact wording below:You can ask the school to provide you with written information that clearly shows your childs achievement in the subjects studied in comparison to that of other children in the childs peer group at the school. This information will show you in which 25 per cent of his/her peer group your child is performing.

2.6 EAL subject pageWhen an EAL page is produced, the current summary page of the student report card will remain unchanged with the exception that the domain of English will not be included.

The software needs to generate a new subject page for EAL with the following attributes: An EAL subject page that can be used by both primary and secondary schools to report progress in EAL. The subject page would contain a new EAL graphic which would replace the standard achievement and progress graphic There will be three versions of the EAL graphic: P-2 Years 3-6 Years 7-10. Schools would be able to select the appropriate graphic based on the year level of the student The placement of solid dots for speaking and listening, reading and writing are generated from dimension scores entered by the teacher.

The three versions of the graphic should be as follows: Prep to Year 2There would be a total of 6 spots (3 per stage) for dots to be positioned based on teacher scores (A1.1, A1.2, A1.3, A2.1, A2.2, A2.3). Achievement in learning English as an additional languageStage A1Stage A2

Speaking and listening

Reading

Writing

Years 3-6There would be a total of 12 spots (three per stage) for dots to be positioned based on teacher scores ( B0.1, B0.2, B0.3, B1.1, B1.2, B1.3, B2.1, B2.2, B2.3, B3.1, B3.2, B3.3)Achievement in learning English as an additional languageStage BLStage B1Stage B2Stage B3

Speaking and listening

Reading

Writing

.

Years 7-10 There would be a total of 15 spots (3 per stage) for dots to be positioned based on teacher scores (S0.1, S0.2, S0.3, S1.1, S1.2, S1.3, S2.1, S2.2, S2.3, S3.1, S3.2, S3.3, S4.1, S4.2, S4.3)Achievement in learning English as an additional languageStage SLStage S1Stage S2Stage S3Stage S4

Speaking and listening

Reading

Writing

The three dots for each stage would be positioned within the box, not crossing over lines as per the example below. A score of S0.2 would generate the middle dot, S0.1 the dot to the left and S0.3 the dot to the right.

Years 7-10 Achievement in learning English as an additional languageStage SLStage S1Stage S2Stage S3Stage S4

Speaking and listening

There is a shaded band at the right hand end of the graphic to indicate the end of the EAL stages.

The legend needs to explain that this indicates that students reaching this point will move to being assessed against the English standards in the next phase of reporting - see the Student Reports website for sample EAL reports.

The graphic should allow for hollow progress dots to be produced after twelve months of study of EAL. Note that hollow dots for EAL would not carry over to English (ie when the student moves from EAL to English there would be no hollow dots until their third semester of study of English). They would also not carry over from one band of stages to another (eg if the student moves from the Prep to 2 to the 3-6 band of stages).

The software needs to allow for teacher scores to be uploaded to CASES 21 each semester to generate 12 month hollow progression dots, and for reporting to the system. 2.6.1Legend for EAL subject pageA text box to explain the Legend is required. If any of the symbols or items has not been used, then this item should not appear in the text box. The heading of Legend must appear in the text box This text must appear in the text box: Your childs achievement 12 months ago Your childs achievement this year Your childs progress since last year At this point your childs progress will be assessed against the English standards

Check for relevance Is used in reporting, if not remove from legend Is used in reporting graph, if not remove from legend2.6.2Attitude RatingsA text box containing a horizontal line and a dot will be used to graphically represent Effort and Class behaviour. The line will have four points on it. The first point, at the left side, will be Needs attention, then Acceptable then Very good, and on the right end, Excellent. These ratings will be entered by teachers by selecting one of these options. The report will place a dot on the line at the selected option.

Headings for Work Habits text box Heading of Work Habits must appear above the text box Needs attention must appear to the top left, inside the text box Acceptable must appear to the top left of centre, inside the text box Very good must appear to the top right of centre, inside the text box Excellent must appear to the top right, inside the text box Effort must appear to the middle left, inside the text box Class behaviour must appear to the bottom left, inside the text box Each option must be identified on the line The selected option must be identified with a dot Only the selected assessment should be represented with a dot on the Effort graph Only the selected assessment should be represented with a dot on the Class behaviour graph.2.6.3Written CommentsText boxes are required for written comments. The text boxes should be expandable, and include the following headings. What Student Name has achieved Areas for improvement/future learning The school will do the following to support Student Name in his/her learning What you can do at home to help Student Names progress

2.2 2.3 Exporting Student Data to CASES212.3.1 Send data to CASES21Student achievement data will be Imported into CASES21 using the process which is detailed on the software vendors page of the Student Reports web site. This is a description of the CASES21 file.Any updates to this file will be noted on the web site.2.3.2 PRS212 Student VELS ResultsPRS211 Message

Function/s SupportedPRS212 Students Results

DescriptionSends student achievements to CASES21

Input from Application/ or Output to ApplicationOutput from Student Reporting System

TypeManual initiated by user

Frequency2 x per year minimum to load the Student Reporting System

Required TurnaroundImmediate

Triggering EventsCompletion of Student Reporting Cycle

EncryptionNone

ParametersNone

Outputs/InputsXML message structure

Message TransportFile transfer

Message DelimiterXml tags

File details can be found on the Departments Student Reports web site.

Import of Student results into CASES21 from Student Reporting System Version X. For updates on the interface specification, please refer to the Student Reports web site.

3 Supporting Documentation3.1 Glossary of TermsTerm Description

AusVELSAusVELS is the new Prep Year 10 curriculum framework to support a transition to the Australian Curriculum. Subjects are being progressively developed and ratified. Once a subject has been ratified, the Australian Curriculum content knowledge and skills will replace the VELS content.In 2013, English, Mathematics, Science and History will be Australian Curriculum subjects.The remaining subjects continue to be VELS content.

CASES21Computerised Administrative System Environment in Schools - CASES21 is the school administration computer system. This is used to record student achievement data.

SubjectAusVELS identifies the three core and interrelated VELS strands for the Foundation to Year 10 curriculum. Each has a number of subjects which describe the essential knowledge, skills and behaviours students need to prepare for further education, work and life.

VELS StrandsIn AusVELS the three core, interrelated VELS strands remain, they are: Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning. Each has a number of domains/subjects

AusVELS StrandsSubjects in AusVELS are described in strands (similar to VELS dimensions).

ModesIn subject English, there are three modes: Reading and viewing, Writing, Speaking and listening which will be reported against.The English content strands are Language, Literature and Literacy

3.2 AusVELS terminology

SubjectsStrands

Physical, Personal and Social Learning Health and Physical Education Movement and physical activity Health knowledge and promotion

Physical, Personal and Social Learning Interpersonal Development Building social relationshipsWorking in teams

Physical, Personal and Social Learning Personal Learning The individual learnerManaging personal learning

Physical, Personal and Social Learning Civics and Citizenship Civics knowledge and understanding Community engagement

Discipline-based LearningThe Arts Creating and makingExploring and responding

Discipline-based LearningEnglishReading and viewingWritingSpeaking and listening (note: these are referred to as modes)

Discipline-based LearningThe Humanities (Economics) Economics knowledge and understandingEconomics reasoning and interpretation

Discipline-based LearningThe Humanities (Geography)Geographical knowledge and understandingGeospatial skills

Discipline-based Learning The Humanities (History)Historical knowledge and understandingHistorical skills

Discipline-based Learning Languages Other Than English (LOTE) Communicating in a language other than English Intercultural knowledge and language awareness

Discipline-based Learning MathematicsNumber and algebraMeasurement and geometryStatistics and probability

Discipline-based Learning Science Science understanding Science as a human endeavourScience inquiry skills

Interdisciplinary LearningCommunication Listening, viewing and respondingPresenting

Interdisciplinary Learning Design, Creativity and Technology Investigating and designing ProducingAnalysing and evaluating

Interdisciplinary Learning Information and Communications Technology (ICT) ICT for visualising thinking ICT for creating ICT for communicating

Interdisciplinary Learning Thinking ProcessesReasoning, processing and inquiry CreativityReflection, evaluation and metacognition

Table 1: The structure of the AusVELSThe new structure for AusVELS can be found at http://ausvels.vcaa.vic.edu.au/

53

3.3 Algorithm

3.4 Dimension Strand Scores and Codes

Domain/Subject DescriptionKDOKEYDimension/ Strand CodeDimension/Strand DescriptionMin ScoreMax Score

Health and Physical EducationHPEHPEPAMovement and Physical Activity0.0011.50

Health and Physical EducationHPEHPEKPHealth Knowledge and Promotion2.0011.50

Interpersonal DevelopmentIPDIPDIPInterpersonal development0.00F

Interpersonal DevelopmentIPDIPDSOCBuilding social relationshipsF11.50

Interpersonal DevelopmentIPDIPDTEAWorking in teamsF11.50

Personal LearningPLEPLEIDVThe individual learner2.0011.50

Personal LearningPLEPLEMPLManaging personal learning2.0011.50

Civics and CitizenshipCCSCCSCKUCivic knowledge and understanding2.0011.50

Civics and CitizenshipCCSCCSCOECommunity engagement2.0011.50

The ArtsARTARTCRCreating and making0.0011.50

The ArtsARTARTERExploring and responding2.0011.50

EnglishENGENGREAReading and viewing0.0011.50

EnglishENGENGWRIWriting0.0011.50

EnglishENGENGSPLSpeaking and listening0.0011.50

EAL Stage AESAESAREAEAL Reading0.001.75

EAL Stage AESAESAWRIEAL Writing0.001.75

EAL Stage AESAESASPLEAL Speaking and Listening0.001.75

EAL Stage BESBESBREAEAL Reading0.003.25

EAL Stage BESBESBWRIEAL Writing0.003.25

EAL Stage BESBESBSPLEAL Speaking and Listening0.003.25

EAL Stage SESSESSREAEAL Reading0.004.00

EAL Stage SESSESSWRIEAL Writing0.004.00

EAL Stage SESSESSSPLEAL Speaking and Listening0.004.00

LOTE Pathway 1LO1LO1COMCommunicating in a LOTE (Pathway 1)4.0011.50

LOTE Pathway 1LO1LO1ICKIntercultural knowledge and language awareness (Pathway 1)4.0011.50

LOTE Pathway 2LO2LO2COMCommunicating in a LOTE (Pathway 2)6.0011.50

LOTE Pathway 2LO2LO2ICKIntercultural knowledge and language awareness. (Pathway 2)6.0011.50

The HumanitiesHUMHUMKUHumanities knowledge and understanding2.004.00

The HumanitiesHUMHUMSKHumanities skills2.004.00

The Humanities - EconomicsHECHECKUEconomic knowledge and understanding4.0011.50

The Humanities - EconomicsHECHECRIEconomic reasoning and interpretation4.0011.50

The Humanities- GeographyHGEHGEKUGeographical knowledge and understanding4.0011.50

The Humanities - GeographyHGEHGEGSGeospatial skills4.0011.50

The Humanities - HistoryHISTHISTKUHistorical knowledge and understanding0.0011.50

The Humanities - HistoryHISTHISTSKHistorical skills0.0011.50

MathematicsMATMATNUMNumber and algebra0.0011.50

MathematicsMATMATMGEMeasurement and geometry0.0011.50

MathematicsMATMATSTPStatistics and probability0.0011.50

MathematicsMATMATSTRStructure2.006.75

MathematicsMATMATWMAWorking mathematically0.006.75

ScienceSCISCIUNDScience understanding0.0011.50

ScienceSCISCIHEDScience as a human endeavour0.0011.50

ScienceSCISCIISKScience Inquiry Skills0.0011.50

Information and Communications TechnologyICTICTICTInformation and Communications TechnologyF2.00

Information and Communications TechnologyICTICTVTInformation and Communications Technology for visualising thinking2.0011.50

Information and Communications TechnologyICTICTCRInformation and Communications Technology for creating2.0011.50

Information and Communications TechnologyICTICTCOMICT for communicating2.0011.50

Thinking ProcessesTHITHIRPIReasoning, processing and inquiry2.0011.50

Thinking ProcessesTHITHICRCreativity2.0011.50

Thinking ProcessesTHITHIREMReflection, evaluation and metacognition2.0011.50

CommunicationCOMCOMLVRListening, viewing and responding4.0011.50

CommunicationCOMCOMPREPresenting4.0011.50

Design, Creativity and TechnologyDCTDCTIDInvestigating and designing2.0011.50

Design, Creativity and TechnologyDCTDCTPROProducing2.0011.50

Design, Creativity and TechnologyDCTDCTAEAnalysing and evaluating2.0011.50

Translation table from VELS scores to AusVELS scores

Nominal Year/GradeVELS Levels (6 levels)Translated to AusVELS (11 levels)

Prepmid-year0.000.501.000.000.50F

end

1mid-year1.251.50F.51.00

end

2mid-year1.752.001.502.00

end

3mid-year2.252.502.503.00

end

4mid-year2.753.003.504.00

end

5mid-year3.253.504.505.00

end

6mid-year3.754.005.506.00

end

7mid-year4.254.506.507.00

end

8mid-year4.755.007.508.00

end

9mid-year5.255.508.509.00

end

10mid-year5.756.006.25, 6.50, 6.759.5010.0010.50, 11.00, 11.50

end

beyond level 10

3.5 EAL SpecificationsPurpose1. Specifications that allow ESL student assessment codes to be translated into codes that give meaningful information to teachers and schools.

Background2. EAL student progress for English language development is assessed and reported through the EAL Companion to VELS, rather than the English VELS. The data is collected from the student reporting software to be used in CASES21 reports on student progress at the school level. The assessment codes for EAL assessments in CASES21 Reports (in the dimensions of Listening and Speaking, Reading and Writing) are incorrect and need to go through a process of translation to make them understandable to teachers.3. EAL Dimension numbers in current CASES21 reports use the same numerical code as Levels in VELS, and this is confusing teachers who may believe that the EAL Dimension codes translate to the English Dimension codes. EAL specific codes are available on CASES21 but these need to go through a translation process. For example, the EAL assessment code of 1.75 needs to be translated to A2.3 (see appendix 1 for full translations code tables).

Issues4. Whenever Dimension numbers for the EAL Stages appear in CASES21 reports, they need to be translated via a translation table. This translation table is already used in the student reporting software to translate to EAL Stages, and can be used in CASES reports. 5. EAL student assessment is appearing in SVAG21002 and SVAG21003 CASES reports. The EAL information in these reports is not compatible with the information about VELS levels, as the VELS levels information counts the number of progression points that students are below the expected level for their Year level. This method of evaluating student progress is not compatible with assessments on the EAL Companion, which does not have expected levels of achievement for individual year levels. EAL information needs to be excluded from SVAG21002 and SVAG21003, as this confuses teachers about the progress of their EAL students. 6. A failure to make these changes will mean that assessment data for EAL students will continue to be misinterpreted. Schools misinterpreting data for their EAL learners may fail to provide appropriate learning programs for them..Risk management implications7. Allowing the EAL information to continue to use untranslated codes risks teachers misinterpreting EAL student progress.

Consultation8. The EAL Unit has met with the members of the CASES21 teams to discuss changes the translation of EAL codes and the removal of EAL data from SVAG21002 and SVAG21003.

Appendix 1

A Stages Translation tableCASES EAL score codeTranslated EAL Score

0.00A1.1

0.50A1.2

1.00A1.3

1.25A2.1

1.50A2.2

1.75A2.3

B Stages Translation table

CASES EAL score codeTranslated EAL Score

0.00B0.1

0.50B0.2

1.00B0.3

1.25B1.1

1.50B1.2

1.75B1.3

2.00B2.1

2.25B2.2

2.50B2.3

2.75B3.1

3.00B3.2

3.25B3.3

S Stages Translation table

CASES EAL score codeTranslated EAL Score

0.00S0.1

0.50S0.2

1.00S0.3

1.25S1.1

1.50S1.2

1.75S1.3

2.00S2.1

2.25S2.2

2.50S2.3

2.75S3.1

3.00S3.2

3.25S3.3

3.50S4.1

3.75S4.2

4.00S4.3

Appendix 2Change Summary1. Brief background (Reasons for the Change, implications if the change is not implemented)EAL student progress for English language development is assessed and reported through the EAL Companion to VELS, rather than the English VELS. The assessment is reported through the student reporting software, and this data is used in CASES reports. EAL Dimension numbers in current CASES reports use the same code as Levels in VELS and this is confusing teachers who believe that the EAL Dimension codes translate to the English Dimension codes. This misunderstanding means that assessment data for EAL students is being misinterpreted. If this change is not made schools will continue to misinterpret data for their EAL learners, and may fail to provide appropriate learning programs for them.

Whenever Dimension numbers for the EAL Stages appear in CASES reports, they need to be translated via a translation table. This translation table has been previously used in the student reporting software to translate to EAL Stages, but is not used in CASES reports.

EAL student assessment is appearing in SVAG21002 and SVAG21003. The EAL information in these reports is not compatible with the information about VELS levels. EAL information needs to be excluded from SVAG21002 and SVAG21003.

Infra Reference Number if applicable

2. Brief description of change (Systems or services to be changed and how they will be changed)

9. 1Dimension score translationEAL does not use standard domain scores. Instead each Stage/Domain uses a different number of dimension values: 6 for stage A; 12 for stage B and 15 for stage S.

CASES21 will only store standard VELS dimension scores, so the EAL scores must be translated to standard dimension scores when exporting back to CASES21 (PRS212) and then translated back into EAL scores when importing prior scores from CASES21 (PRS211).

In PRS211 (CASES21 to Reporting Software), prior EAL scores are included under the Domain Results, but with an entry for each dimension. This matches the format of English and Mathematics.

In PRS212 (Reporting Software to CASES21), EAL scores are included under the studentresults XML element as both a domainresult and a dimensionresult, with an entry for each of the 3 dimensions for each EAL dimension. Again, this matches the format of English and Mathematics.

EAL StageDimensionDimension Code

Stage AReadingESAREA

Stage AWritingESAWRI

Stage ASpeaking and ListeningESASPL

Stage BReadingESBREA

Stage BWritingESBWRI

Stage BSpeaking and ListeningESBSPL

Stage SReadingESSREA

Stage SWritingESSWRI

Stage SSpeaking and ListeningESSSPL

Stage A TranslationVELS EAL ScoreTranslated EAL Score

0.00A1.1

0.50A1.2

1.00A1.3

1.25A2.1

1.50A2.2

1.75A2.3

Stage B TranslationVELS EAL ScoreTranslated EAL Score

0.00B0.1

0.50B0.2

1.00B0.3

1.25B1.1

1.50B1.2

1.75B1.3

2.00B2.1

2.25B2.2

2.50B2.3

2.75B3.1

3.00B3.2

3.25B3.3

Stage S TranslationVELS EAL ScoreTranslated EAL Score

0.00S0.1

0.50S0.2

1.00S0.3

1.25S1.1

1.50S1.2

1.75S1.3

2.00S2.1

2.25S2.2

2.50S2.3

2.75S3.1

3.00S3.2

3.25S3.3

3.50S4.1

3.75S4.2

4.00S4.3

10. CASES21 currently translates the EAL scores to standard dimension scores when exporting back to CASES21 (PRS212). It needs to translate standard dimension scores back into EAL scores when importing prior scores from CASES21 (PRS211). 11.Exclusion of EAL assessment data in SVAG21002 and SVAG21003EAL student assessment scores are appearing in SVAG21002 and SVAG21003. The EAL information in these reports is not compatible with the information about VELS levels. These reports document students who are scoring above or below expected levels of VELS. EAL scores do not equate to year levels, so including this information in these reports is misleading. EAL information needs to be excluded from SVAG21002 and SVAG21003.

1. Client ImpactsIt will support schools to correctly identify and interpret assessment on the EAL Companion to VELS.

3.6 EAL report template

Sample EAL report templates are available on the Student Reports website.